PARENTS’ INVOLVEMENT AND PUPILS’ READING COMPREHENSION

SKILLS: BASIS FOR DEVELOPING OF ENHANCEMENT

PROGRAM

Rodel M. Acupiado

2nd Semester SY 2021-2022

 CHAPTER I

INTRODUCTION

This chapter presents the background of the study, the statement of the problem,

the significance of the study, and the scope and delimitation.

Background of the Study

Learning begins to start at home. It is the foundation from which learners can

grow their full potential through the support or parents’ involvement. Parents’

involvement defines as the amount of participation a parent has when it comes to the

schooling of his/her children (Bartolome, 2017).

Parents as first teachers of their children need to focus on developing reading

habits such as reading for pleasure and out of school reading so that it can further help

them to read easily at school and beyond. Studies inform that reading as a routine

activity helps the learners in obtaining meaningful and desirable knowledge (Bano,

Jabeen & Qutoshi, 2018).

Reading is a complex process that involves sensation, perception,

comprehension, application, and integration. It is the process of making and getting

meaning from printed words and symbols. Reading as a whole is a means of

communication and of information and ideas. According to Department of Education

Secretary Leonor Briones (2018), read more to sharpen your vocabulary and writing

skills.
 Reading comprehension involves reading the words, but understanding their

meaning. Many factors can influence the reader’s comprehension of text, including the

other components of proficient reading and the instruction they receive. Children’s

spoken language skills provide a foundation for proficient reading comprehension but, in

the absence of effective instruction, are not sufficient for developing proficient literacy

(Lumiere, 2019).

There are 5 comprehension skills that can be taught and applied to all reading

situations include: summarizing, sequencing the event, comparing and contrasting,

drawing conclusions, and getting the main idea (WETA Public, 2019).

Due to the fast-evolving world and changing technology, it cannot be denied that

sometimes reading is taken for granted. Former DepEd Sec. Abad deplored the poor

performance of the pupils’ assessment tests and said that the low scores in English,

Mathematics, and Science can be attributed to pupils’ lack of ability in basic reading and

comprehension. In addition, he said that one of the major problems in reading is poor

reading comprehension, which leads to a poor understanding of printed symbols. The

Department of Education (DepEd) intensifies reading literacy in schools by forcing the

program called” Every Child A Reader Program” (ECARP). The undersecretary said that

the new program aims to make every Filipino a reader at the end of Grade III. The

undersecretary is expecting that no pupil will be promoted to higher grades unless

he/she manifests mastery and basic literacy skills in particular grade 4 (Estremera,

2018).

Despite the implemented reading program of the Department of Education,

However, data showed that most of the pupils reaching grade IV and above still have
difficulties in their reading skills. The prior research activity conducted reflects a result

that transpires and reflects a dismal level of reading proficiency by our Grades IV to VI

pupils.

On case to case bases, the pupils do need extra help in achieving competency in

reading, and that help is expected from their parents. One specific area in which parents

are expected to support their children’s education is reading. Parents’ involvement

accompanied with learning materials has a greater impact on a child’s learning

development particularly on reading. However, there are parents that are unable to

provide learning materials due to poverty. There are also parents who are unable to

assess their child’s learning because some of them have low educational attainment

and some are preoccupied with their daily work.

Indeed, acquiring the mastery of the reading comprehension skills needs the

parent’s involvement. Furthermore, good reading comprehension cannot be acquired if

parents are not responsible for assessing their children’s learning. Moreover, if parents

rely on the responsibility of the teachers, the learners’ learning to read and comprehend

cannot perform well. In fact, the parents are the first educator to their children.

In the context of San Jose Elementary School, the reading comprehension skills

of the pupils have been a serious problem. Many reading programs have been adopted

by the school yet this problem remains a predicament. Thus, the researcher would like

to look into the parents’ involvement in the learning among Grade 5 pupils in relation to

their reading comprehension skills.

Statement of the problem

 This study aims to determine the parents’ involvement in the learning among

grade 5 pupils in relation to their reading comprehension skills in San Jose Elementary

School, Rodriguez, Rizal, District IV, during the School year 2021-2022.

Specifically, it will answer the following questions;

1. What is the level of pupils’ reading comprehension skills based on the

Phil-IRI pre-test?

2. How do perceived the extent of parent and teacher involvement in

teaching the pupils to improve their reading comprehension skills in terms

of the following dimension?

a. summarizing

b. sequencing

c. comparing and contrasting

d. drawing conclusion

e. getting the main idea

3. Is there a significant difference between the perceptions of the parents and

teachers on the extent of involvement of the pupils in improving their reading

comprehension skills in terms of the aforesaid dimension?

4. Is there a significant relationship between the level of reading

comprehension skills of the pupils and the extent of parent involvement?

5. Based on the findings, what plan of action should be developed to

address the results?

Significance of the Study

 This study aims to determine the parents’ involvement in the learning among

Grade Five pupils in relation to their reading comprehension skills in San Jose

Elementary School, Rodriguez, Rizal. The result of the study may benefit the following:

Students. They may be able to determine their reading comprehension skills and

may evaluate their strengths and weaknesses in reading.

Teachers. They may be guided on their teaching methodologies of teaching

reading which should not stress on accuracy of reading aloud but which fit students’

abilities and skills; they may be helped in promoting reading as a process of acquiring

meaning from text and may foster a flexible response to difficulties that their learners

might encounter in reading.

Parents. They may be able to help their children develop reading skills by

constantly monitoring their ability and spending time to have a reading discussion at

home at helping the teachers in enhancing their children with intellectual development.

School Administrators. Moreover, this is also important for the school

administrators to create teaching approaches and management to be used by

subordinates and teachers as well. This presents a critical reading profile of the

students in relation to their reading proficiency, something which can serve as a guide in

the design and implementation of reading intervention for academic performance

enhancement.

Future Researchers. Much has to be explored in the wide range of possibilities

in the topic-rich field of language education. School performance is not only limited to

reading competence and so is its relationship to academic performance. They can affect
other aspects of the students’ cognitive, affective and psychomotor development.

Moreover, academic performance and reading competence are not only measured by

the instruments used in this study but by others as well. The future researcher may dig

deeper into critical thinking and academic achievement.

Curriculum Planner. The findings may serve as the bases for designing a

lesson model and enhancing reading instruction that will benefit the students. They may

also suggest good books appropriate for the students.

Scope and Delimitation of the Study

This study will be limited to the relationship between the Parents’ involvement of

Grade 5 pupils and their reading comprehension performance in terms of Summarizing.

Sequencing the events, comparing and contrasting, drawing conclusions, and getting

the main idea. The respondents of the study will be the pupils, Parents, and Teachers

of Grade 5 of San Jose Elementary School, Rodriguez during the school year 2021-

2022. The descriptive survey method will be used as the research study’s design.

The validity and reliability of the results will depend on the sincerity and honesty

of the respondents in accomplishing the questionnaire.

 CHAPTER II

CONCEPTUAL FRAMEWORK

This chapter presents related literature and studies dealing with parents’

involvement, reading comprehension, pupils reading competency, reading

comprehension skills, and reading remediation. This chapter also presents the

conceptual model of the study, hypotheses, and definition of terms.

Related Literature

Parents desire the best for their children including to be top professionals in

various fields of human endeavors in life. The fulfillment of such desires must of

necessity be accompanied by committed investment in quality resources that may

include money, time, energy, and human capacity. The pursuit of such desires by

people in the developed nations of the USA, UK, Canada, and Australia has contributed

to very high significant performance in numerous areas of scientific, economic, and

cultural endeavors, including language and literacy development (Iroegbu and Ifedayo,

2020).

The idea of early home parental involvement in children’s education and more

importantly in language and literacy development is believed to have catalyzed the

achievement of Nationals of the developed nations in numerous areas of learning and it

found that children are motivated when their families or parents are interested in their

school work and are consequently spurred to higher achievements (Ramirez, Lytle and

Kuhl, 2020).

Parents’ involvement in the educational progress, homework, and overall

performance of children were beneficial to the learners, teachers, schools, and the

entire community. Ramirez, Lytle & Kuhl, (2020) gave further confirmation that children

in general exhibit a greater probability of success in school work when their families get

actively involved in their school work.

UK Essay (2018) citing (Al-Awabdeh, 2011) described parental involvement as

the activities occurring between a parent and a child or between a parent and teachers

at school that may contribute to the child’s educational outcomes and development. It is

further explained by citing (Liontos 1992) recent beliefs about parents and families, that

schools should consider when involving themselves in the education of children: “1) All

families have strengths, 2) parents can learn new techniques, 3) parents have important

perspectives about their children, 4) most parents really care about their children, 5)

cultural differences are both valid and valuable, and 6) many family forms exist and are

legitimate. These observations appear to strengthen the position that parental

involvement could be applied to promote young children’s participation, improved

achievement and enjoyment of both school and general education.

Reading is a challenging cognitive process that involves analyzing meaning from

symbols. It’s a form of linguistic processing. Success in this process is measured by

reading comprehension. Reading is a means of language acquisition, communication,

and sharing information and ideas. The symbols are typically visual (written or printed)

(Alam, 2018).

Reading comprehension is one of the reading competencies that every student

has to develop. However, there are still students who are below the proficiency level of

reading comprehension despite the reading instructions and strategies provided by the

teachers for the improvement of students’ reading comprehension (Bilbao, Donguila,

Vasay 2018)

Reading comprehension is one of the most complex behaviors in which humans

engage. Reading theorists have grappled with how to comprehensively and

meaningfully portray reading comprehension and many different theoretical models

have been proposed in recent decades (Elleman, Oslund, 2019)

Pupils reading competency. Generally, the academic achievement of children

in public schools is found to be weak to withstand the challenges in the 21st century

(NAEP, 1988 as cited by Cabardo, 2008). Secretary Andrew Gonzales, the former

Department of Education (DepEd) Secretary, admitted during the Education Congress

at Teacher’s Camp, Baguio City that poor academic achievement is clearly shown in the

low ratings they receive in the National Achievement Test (NAT) which were

administered by the National Education Testing and Research Center (NETRC).

Moreover, the results showed that most of the takers, both in elementary and high

school, were weak in the reading comprehension part in English. This denotes that

learners had low reading proficiency.

 Reading comprehension skills. comprehension skills that can be taught and

applied to all reading situations include Sequencing. A sequence is an order in which

things happen. It also can tell the steps in doing something. Think about some events

that happened. Ask yourself, “Did this event happen before this event?” “Did it happen

after?” “Did it happen at the same time?” “Did this event happen first?” “Last?” “Right

before this event?” “Right after this event?”

Summarizing. A summary tells the most important details of the book or

paragraph in your own words. Steps to Summarize, After reading ask yourself, “What is

the main idea of the chapter or book?” or “What is the main idea of each paragraph?

“Write down 2 to 5 main ideas in your own words.

Inferencing/ Making Inferences. An inference is an educated guess. There are

steps to make an inference. First, you think about the clues given in each sentence and

second, think about your own experience or your prior knowledge. Lastly, make an

inference.

Comparing and contrasting. When we compare things we tell how they are alike.

When we contrast things we tell Steps to compare and contrast: Ask yourself, “Are 2

things being compared or contrasted? “Are clue words used to show how things are

alike or different?

Drawing conclusion. A conclusion is an opinion or judgment. In drawing a

conclusion: Think about what the author wrote. Think about your own experience or

your prior knowledge and make a conclusion using what the author wrote your own

experience and your prior knowledge.

 A fact is something you can check to find out if it is true. An opinion tells what a

person thinks or feels about something and it cannot be proven. Think about if the

statement is true for everyone and it can be proven. If it is, then it is a fact. Think about

if the statement is not true for everyone. If it is, then it is an opinion because not

everyone agrees.

The main idea is what the passage is about. In paragraphs, it is often contained

in the first sentence. In longer passages, the main idea may be in the title, and chapter

headings. (WETA Public, 2019).

Reading remediation. A remedial reading teacher in the Philippines or a reading

specialist in the U.S. and the majority of the European countries is a professional
teacher who has an adept background and training in honing the reading abilities of
students in general and assists struggling readers to improve themselves (International
Reading Association [IRA], 2018.). Although the majority of the work of a remedial
reading teacher revolves on providing instruction for struggling readers, he or she is
also tasked to serve as a focal person for teachers to further hone their pedagogical
practices related to literacy education. In America, the competencies and requirements
of being a remedial reading teacher are set by the publication Standards for Reading
Professionals. The stipulated standards are the bases for differentiating remedial
reading teachers from regular reading classroom teachers. Since they are considered
education professionals, it is clear in the Standards that those without appropriate
credentials, degrees, pieces of training, and backgrounds and those who cannot show
advanced skills in literacy education are not legible to be remedial reading teachers. If
classroom teachers cultivate their skills in teaching reading, a remedial reading teacher
needs a serious, systematic, and meticulous groundwork in order to become one.
Furthermore, the Standards require remedial reading teachers to possess graduate
degrees in literacy education in order to preserve and to enhance their professional
integrity. They need to have affluent classroom experiences in order to exude flexibility
in handling different students with reading difficulties and must have the strong
credibility to maintain professionalism at all times. Because of the important roles vested
to a remedial reading teacher, every school in the US makes it a point to have one or
two remedial reading teachers, and therefore, they have available allocations for such
positions. (Gatcho, Bautista, 2019)

Related Studies

Vygotsky (1978) observed that learning is enhanced when interacting with a

more knowledgeable other, parents scaffold or assist children’s performance by

modeling the types of responses expected to particular questions with the goal that

children will eventually respond by imitation. This pattern is often noticeable in

storybook sharing. Parents also support children’s understanding of the text by

rephrasing and explaining the meaning of the text and sequence of events. Older

siblings of young children sometimes assume responsibility for reading to children,

which exposes children to a function of print, new vocabulary, as well as question-

answer patterns which children will often experience in early schooling. However social

resources, including the quality of the parent-child relationship, are important for

children’s literacy development.

Xiaofeng, Wenhui and Aibao, (2018) pointed out that there is a link between

parental absence and poor reading comprehension. These authors asserted that the

quality of interactions in storybook reading between parents and child is dependent on

the security of the parent-child relationship. That is, high quality book reading (such as

initiating interactions around the meaning of pictures or text) depended on the

interactional context where less secure relationships between parent and child resulted

in fewer meaningful interactions. Furthermore, parents who absent themselves do not

read frequently to their children and are less likely to initiate conversations to make texts

enjoyable or to find ways of making them comprehensible for young readers. What has

become obvious is that what is needed is positive parental involvement and less

absenteeism. This will produce learning gains and not the reverse.

According to these researchers Desforges & Abouchaar (2003), and Jeyes

(2016), parental involvement has a significant effect on children’s achievement and

adjustment. In addition to higher academic achievement and greater cognitive

competence, parental involvement leads to greater problem-solving skills development,

greater school enjoyment, better school attendance, fewer behavioral problems at

school, and greater social and emotional development. In addition, it has the benefits of

higher test scores and grades, better attendance, increased levels of completed

homework, and motivation, and a more positive.

Samonte (2006) focused her study on the performance of Grade VI pupils in the

reading comprehension as influenced by their home reading support, attributes, and

attitudes towards learning. The study endeavored to discuss the following topics: 1)

pupil’s home reading support; 2) pupil’s attributes; 3) pupil’s attitudes towards learning;

4) pupil’s reading comprehension; 5) significant relationship between the pupil’s home

reading support and their reading comprehension performance. Based on the salient

findings of the study, the conclusions are deduced: 1) parents are less supportive of

their children’s schooling. They do not give sufficient home reading support to their

children. 2) the pupils’ attributes are not good. The pupils possess fair traits toward
reading. 3) Generally, pupils like schooling. Most of them have a positive inclination

towards learning. 4)Most pupils are very good in picking up explicit and implied

information mentioned in the story. 5) The pupils’ home reading support is very

necessary in reading comprehension specifically in the interpretative and application/

creation levels, thus parents should provide the reading materials deemed useful to

develop their interpretative and creation levels. 6) The pupils’ attributes, whether good

or worse, could determine their reading comprehension performance. This is true in the

four levels of literal, interpretative, critical analysis and application/ creation. 7)

Possessing positive attitudes towards learning would help improve the pupils’ reading

comprehension performance, particularly in the aspects of critical analysis/ creation.

The study of Dingco and Sumile (2010) focused on the degree of the

relationship between the profile and level of reading comprehension skills among fourth-

year high school students in Mindanao State University- Maigo School of Arts and

Trades during the school year 2009 - 2010. The findings of the study, the following

conclusions were drawn: 1) The typical fourth-year secondary student is between 15

and 16 years old, female, with a family income below P 5,000, whose parents are

college graduates, and has adequate print, sound and motion materials at home. 2) The

students have good skills in noting details, getting the main idea, drawing conclusions,

and word recognition. However, they still need to improve their level of comprehension

skills, particularly in making inferences. 3) Age, gender, monthly family income, print,

sound and motion materials of the students are not remarkably associated with their

level of skills in reading comprehension. On the other hand, parents’ educational

attainment is remarkably associated with the student’s level of skills in reading

comprehension, particularly in noting details, getting the main idea, and word

recognition.

Abalos (2010) focused her study on the oral reading errors of grade IV Pupils in

relation to their level of reading comprehension. One hundred thirty-five grade IV pupils

participated in this study which utilized the descriptive survey method. The study

revealed the following conclusion: the pupils are at the right age for their grade level.

The parents of the children are not highly educated with very low income and with less

media amenities at home. The pupils showed very good performance in word

recognition as they are generally classified in the independent level.

Cabiara (2012) focused her study on reading comprehension skills and

performance of Grade V pupils in Manukan II District, Division of Zamboanga del Norte.

Based on the findings of this study, the following conclusion was made: 1) Most pupils

have started elementary grades at the age of seven years old, and they have a variety

of reading materials at home including electronic resources. Whether boys or girls,

young children have equal chances to avail of elementary education.2) The pupils have

already developed their reading comprehension skills to an above-average level.

However, more effort is required to develop further their skills to an excellent level. 3)

The pupils need to exert further effort to improve their fair performance in English,

Mathematics, Science, and Filipino, as well as their satisfactory performance

Makabayan to a very satisfactory or outstanding level. 4) Maturity of pupils to age can

affect their literal level of reading comprehension. Moreover, the reading materials

present at home can contribute to the reading comprehension skills of the pupils as to

the critical analysis level. 5) The different reading comprehension skills of the pupils
reveal to the learning areas but in a selective manner. One reading comprehension

level may affect the academic performance of the pupils in one or more learning areas,

but not in the others.

The study of De Garcia et al. (2008) presented the level of reading

comprehension in English of the Grade 4 pupils of Iligan City Central School, especially

aimed to answer the following question: first, what is the profile of the respondents in

terms of sex, parents monthly income, availability of reading materials in English at

Home and Language Spoken at Home Second, what is the level of reading

comprehension of the pupils in terms of literal, interpretative, and critical. As revealed in

their study, the majority of the respondents are female which is 51 percent. Most of the

parent’s monthly income is within the range of 4,000 and below, which comprises 54

percent. As to the availability of English reading materials at home, it also shows that

most of the respondents have books. Most of the respondents speak Cebuano. Based

on the findings, the following conclusion was drawn. The reading comprehension of

Grade 4 pupils in Iligan City Central School was average. This average performance in

reading comprehension is evident in male and female respondents. The respondents

performed well in literal comprehension but not in terms of interpretative and critical

comprehension. Therefore, there is a need to improve more on their reading habits and

study skills in order to gain more knowledge and a thorough understanding of the text.

Middleton (2011), examined the relationship between reading motivation and

reading comprehension in a sample of 421 twin pairs recruited from The Western

Reserve Reading Project. Reading motivation was assessed using the Motivation for

Reading Questionnaire, a specific set of scales based on 11 dimensions of reading

motivation. Reading comprehension was assessed using the Peabody Individual

Achievement Test-Revised and the Woodcock Reading Mastery Test-Revised

comprehension subtests. Latent factors were formed for reading motivation and reading

comprehension using data from three annual home visits, beginning when children were

6 years old. Results suggested that genetic, shared environmental, and nonshared

environmental influences were significant for both reading motivation and reading

comprehension factors. Moreover, the covariance between reading motivation and

reading comprehension factors was influenced not only by genetic pathways but also by

nonshared environmental pathways. In contrast, estimates for shared environmental

overlap between reading motivation and reading comprehension were not statistically

significant. These results suggest that beyond genetic overlap the relationship between

reading motivation and reading comprehension is also influenced by child-specific

environmental effects, providing further support for individual influences on reading

comprehension. Finally, results from the study suggest that children’s reading skills and

performance are associated with their engagement and desire to read, in part, above

and beyond genetic factors related to motivation and comprehension.

Bond (2011), revealed that the parents’ involvement with reading at home is

related to reading success at school. Research suggests that teachers and parents play

an equally important role in a student’s ongoing reading development. The social

development theory that guided this study states that parents play an essential role in a

child’s cognitive and reading development. The reading scores of 2nd and 3rd grade

ESOL students as well as data shared relative to the teacher perceptions of parental

support comprised the school data. Reading levels were collected along with teacher
opinions on parental support. Parent surveys were used to collect information including

viewpoints on reading and time spent reading with the student. The results of the linear

regression analysis indicated no relationship between student reading and parent

support. Survey results showed parents and teachers hold different opinions when it

comes to supporting readers at home and at school. Parents felt they were adequately

involved with their child’s reading development, while teachers felt parents could do

more to become involved. Implications for positive social change include parents and

teachers working together to create more meaningful reading opportunities that can

result in increased student reading success.

In connection to this, the present study aimed to investigate the Parent’s

involvement in pupils reading progress and reading comprehension performance in

terms of summarizing, sequencing the event, comparing and contrasting, drawing

conclusions, and getting the main idea.

Conceptual Model of the Study

INPUT PROCESS OUTPUT

 Administration
of Phil IRI to
 Respondents  Pupil’s Level of
grade 5 pupils
- 40 grade 5 Reading
pupils of San  Administration comprehension
Jose of survey test skills.
Elementary questionnaire  Extent of parent
School for teacher and involvement in
- Parents of parents about pupils’ reading
Grade 5 their perception comprehension
pupils to improve skills
- Grade 5 pupils reading
Teachers comprehension
Adviser skills
 Phil-IRI
Figure 1: A conceptual model for Parents Involvement and Pupils’ Reading

Comprehension Skills of Grade 5 Pupils in determining the parents’ involvement in the

learning among grade 5 pupils in relation to their reading comprehension skills basis for

the development of enhancement program.

Hypotheses

This section includes the hypotheses of the study. It is hypothesized here that:

Ho1: There is no significant relationship between the level of reading comprehension

skills of the pupils and the extent of parent involvement.

Definition of Terms

The terms listed below are the words used in the study. The following definition is

provided to understand more clearly the meaning of some words which could be

unfamiliar.

Parents Involvement. the amount of participation a parent has when it comes to the

schooling of his/her children

Comprehension. The ability to read a passage, understand the passages and answer

questions in the passage.

Summarizing. A summary tells the most important details of the book or paragraph in

your own words. Steps to Summarize, After reading ask yourself, “What is the main idea
of the chapter or book?” or “What is the main idea of each paragraph? “Write down 2 to

5 main ideas in your own words.

Sequencing Events. Sequencing events is a skill in reading that requires the ability to

recognize first thing events or events as coming before others. This calls for the ability

to locate or identify the order of incidents or actions stated in the selection. The activity

involved here is rearranging sentences based on a sequence of occurrences.

Comparing and contrasting. When we compare things we tell how they are alike.

When we contrast things we tell Steps to compare and contrast: Ask yourself, “Are 2

things being compared or contrasted? “Are clue words used to show how things are

alike or different?

Drawing conclusions. A conclusion is an opinion or judgment. In drawing a

conclusion: Think about what the author wrote. Think about your own experience or

your prior knowledge and make a conclusion using what the author wrote your own

experience and your prior knowledge.

Getting the Main Idea. is a skill that requires the students to provide the main idea,

general significance, theme, or moral lesson that is not explicitly stated in the selection.

It depends on the reader’s mastery of the mechanics of reading, breadth of vocabulary

and concepts, and background attitude.

 CHAPTER III

RESEARCH DESIGN

This chapter outlines the study's methodology which included an overview

of the research, research design, methods, sample, and instruments that will use to

collect data, as well as the methods used to analyze the data collected

Research Methodology

The study will use the descriptive survey design. This method is found in looking

into the Parents’ involvement in relation to reading comprehension performance among

grade 5 pupils. The descriptive method of research is mainly concerned with the

description of variables and the relationship between them.

Sources of Data

This study will be conducted at San Jose Elementary School. The school is

situated in Barangay San Jose, Rodriguez, Rizal. The respondents of the study will

include forty Grade 5 pupils (20 Boys and 20 Girls), parents, and teachers of San Jose

Elementary School in the school year 2021-2022.

Data Gathering Instruments

As an initial action, the researcher will use the Phil-IRI standardized reading test

to determine the reading comprehension level of the selected grade 5 pupils of San
Jose Elementary School. This study will also employ a developed survey test

questionnaire to determine the perception of teachers and parents on the extent of

involvement of the pupils in improving their reading comprehension skills.

The Likert scale will be used to determine the evaluation of the teacher and

parents’ respondents to the survey test questionnaire.

Rating Description

5 Always

4 Often

3 Sometimes

2 Seldom

1 Never

Data Gathering Procedure

The researcher will ask the permission of the School Division Superintendent of

Taytay, Rizal, and the Principal of San Jose Elementary School to conduct the study at

the school and allow the researcher to seek the cooperation of the teachers and

advisers of Grade five pupils SY 2021-2022. After the approval, the fielding of the

questionnaire will follow. The respondents will be given a time limit of 45 minutes to

answer. When the respondents will complete answering the questionnaire everything

will be retrieved for data analysis.

 Where the necessary data and information will be gathered, classified,

organized, statistically treated, analyzed, and interpreted.

Ethical Consideration

The study applies voluntary participation in research. The respondents have the

total freedom to withdraw from the study at any time for any reason. Informed consent is

also utilized to keep the respondents fully informed of the process during the conduct of

the study. They must give their consent to participate in the research. Safety in

participation is weighed down to ensure that the respondents are protected from any

harm that may inflict during the study. Personal information of any sort is kept

confidential, and the respondents’ anonymity is guaranteed at all times. The principle of

trust is applied, which means that the researcher imposes integrity by being honest

towards the respondents and the researcher itself.

In the same manner, the researcher knows the importance of original work. This

will ensure that others’ work will not be duplicated or copied without proper consent from

the owner itself.

Statistical Tools to be used

The statistical tools below will be used in interpreting the data gathered.

Frequency and Percentage. These will be used in the distribution and in

determining the proportions of the respondents’ responses, respectively.

Formula:
 f
P = n x 100

Where:

P = percentage

f = frequency

n = number of responses

Average Weighted Value. This will be used to determine the specific

interpretation of results specifically on the respondents’ perception.

Formula:

∑ fx
X = ∑f

Where:

X = average weighted value

Σ = sum of all the products of f and x

f = frequency

x = response

Σf = sum of all subjects

T-test. This will be used to determine the significant relationship between the level of

reading comprehension skills of the pupils and the extent of parent involvement.
 BIBLIOGRAPHY

JOURNAL/ MANUAL

Parental Involvement in the Philippines: A Review of Literatures

Bartolome, Melissa T.; Mamat, Nordin; Masnan, Abdul Halim
International Journal of Early Childhood Education and Care, v6 p41-50 2017
https://eric.ed.gov/?id=EJ1207994#:~:text=Parental%20involvement%20refers%20to
%20the,themselves%20with%20their%20children's%20education.

Perceptions of Teachers about the Role of Parents in Developing Reading Habits of

Children to Improve their Academic Performance in Schools -Vol. 5 No. 1 (June 2018)
https://files.eric.ed.gov/fulltext/EJ1180618.pdf

The Need to Read: Essential Reading Comprehension Skills

https://www.lumierechild.com/lumiere-childrens-therapy/2019/11/25/the-need-to-read-
essential-reading-comprehension-skills

Reading Comprehension Skills for English Language Learners

https://www.colorincolorado.org/article/reading-comprehension-skills-english-language-
learners

11 Proven Tips to Improve Reading Comprehension Skills for Students

https://www.prodigygame.com/main-en/blog/improve-reading-comprehension/

Effect of Parental Involvement on the Reading Skills of Pupils in Lower Primary School
in Ondo State, Nigeria - Journal of Education & Social Policy Vol. 7, No. 4, December
2020
https://jespnet.com/journals/Vol_8_No_1_March_2021/10.pdf

A Literature Review on Remedial Reading Teachers: The Gaps in the Philippine

Context
https://files.eric.ed.gov/fulltext/EJ1266182.pdf
Factors Affecting the Reading Comprehension of Grade Six Pupils in the City Division of
Sorsogon, Philippines as Basis for the Development of Instructional Material Michael L.
Estremera (MAED) 1 , Geraldine L. Estremera2 -Asia Pacific Journal of Education, Arts
and Sciences, Vol. 5 No. 3, July 2018
http://apjeas.apjmr.com/wp-content/uploads/2018/11/APJEAS-2018.5.3.09.pdf

Abalos, Rojalyn C. (2010). “Errors in Oral Reading and the Comprehension level Of
Grade IV Pupils”, Unpublished Master’s Thesis, Misamis University.
Bogo, Jenalyn G. et al.(2014). “Reading Comprehension Ability of the Freshmen
English Education Students in Iligan Capitol College”,
Undergraduate Thesis, Iligan Capitol College, Iligan City.
Bond, April Elizabeth. (2011). “The Relationship Between Reading Comprehension
and Parent Support”, Doctoral Dissertation, Walden University.
Retrieved last August 11, 2015 at 4:07 Pm, from
http://search.proquest.com/docview/902746076/AC714B 71318F4BA4P
Q/5?accountid=33262.
Cabiara, Margie G. (2012). “Reading Comprehension Skills in Relation to the
Performance of Grade V Pupils”, Unpublished Master’s Thesis, Misamis
University.
Clark, Christina (2007).“Why Families Matter to Literacy”, National Literacy
Trust. Retrieved last July 19, 2015 at 12:05 AM, from
http://www.literacytrust.org.uk/assets/0000/2038/Wh y_families_matter.p
df
De Gracia, Alona Joy O. et al. (2002). “The Level of Reading Comprehension in
English of the Grade IV Pupils of Iligan City Central School”,
Undergraduate Thesis, Iligan Capitol College, Iligan City.
Dingco, Jade S. and Sumile, Mercysol V. (2010). “Reading Comprehension Skills
Among the Fourth Year Secondary Students of Mindanao State
University Maigo School of Arts and Trades”, Undergraduate Thesis,
Mindanao State University Maigo School of Arts and Trades.
Farris, Pamella J., Fuhler, Carol J., and Walter, Maria P. (2004). Teaching Reading:
A Balanced Approach for Today’s Classrooms. Published by The
McGraw-Hill Companies Incorporated. New York City.
Kennedy, Ann T. and Trong, Kathleen L. (2006). “Influence of the Home Literacy
Environment on Reading Motivation and Comprehension”, TIMMS and
PIRRLS. Retrieved last August 31, 2015 at 9:37 PM, from
http://www.iea.nl/fileadmin/user_upload/IRC/IRC_201 /Papers/IRC2010_
Kennedy_Trong.pdf
Ladiza, Lorjeta P. (2003). “Attitudes Towards Learning and Attributes Of Grade VI
Pupils in relation to Their Reading Comprehension Skills”, Unpublished
Master’s Thesis, Misamis University.
Livingston, Andrea and Writ, John. (2003). The Condition of Education 2003 In Brief.
National Center for Education Statistics Institute of Education Sciences,U.S.
Department of Education. New York City.
Luz, Juan Miguel. (2007) “A Nation of nonreaders”. Retrieved last June September
8, 2015 at 9:00 Pm, from http://pcij.org/stories/a-nation-of-nonreaders/.
Middleton, Margaret E. (2011). “ Reading Motivation and reading Comprehension”.
Master Of Education. The Ohio State University. Retrieved last August
22, 2015 at 10:45 PM, from
Mullis, I.V.S. et al., (2009). PIRLS 2011 Assessment Framework. Chestnut Hill, MA:
Boston College
Samonte, Maria Cheryl T. (2006). “Reading Comprehension Performance of Grade
IV Pupils as Influenced by their Home Reading Support, Attributes and
Attitudes towards Learning”, Unpublished Master’s Thesis, Misamis
University.
Saracho, Olivia N. (2007). “Hispanic Families as Facilitators of Their Children’s Literacy
Development”, Journal of Hispanic Higher Education. Retrieved last July 1,
2015 at 6:49 PM, from
http://studysites.sagepub.com/kgrantstudy/articles/14/Saracho.pdf
Villamin, Arceli M. (1999). Innovative Strategies in Teaching Reading. Quezon City:
Phoenix Publishing House, Inc.,.
Rodel M. Acupiado

Civil Status : Single

Date of Birth : June 20, 1995
Citizenship : Filipino
Contact Address : B10 L8A Tetoron St,
Litex Village, San Jose
Rodriguez, Rizal
Mobile Number : 09685273845
Email Address : [email protected]

Educational Background
Graduate Studies : Master of Education Major in Educ. Mgt
Marikina Polytechnic College
2021 – present

Tertiary : Bachelor of Elementary Education

University of Eastern Philippines -Laoang
2012 – 2016

Secondary : Laoang National High School

2007-2011

Elementary : P.M. Geta Memorial Elementary School

2001-2007

Skills
  Computer Literate : G-Suite & Microsoft office application
 Ability to work with other under pressure
 Punctuality
 Creative
Interest
 Music
 Sports
 Fishing